UNIVERSITY OF SALFORDD R A F T: As at 11 December 2007 / Page 1 of 34

ACADEMIC QUALITY & STANDARDS UNIT

QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education
Section 1: Postgraduate Research Programmes (September 2004)
Lead Responsibility : Gregory Clark
Date of first mapping : May 2000
Reviewed : Reviewed 2002/03, Revised section published September 2004 remapping Autumn/Spring 2004/05
Approved via : Postgraduate Research Studies Sub-Committee/Research Committee/Senate
Next due for review: February 2007
Precept / Details / University of Salford Practice / Actions and Progress
General principles
Institutional arrangements
Institutions offering postgraduate research programmes will safeguard the academic standards of such programmes, putting in place arrangements that will enable them to be delivered successfully according to national and, where relevant, international expectations. They will wish to assure themselves that they provide appropriate support and guidance to enable research students to complete their programmes, and for students, supervisors, examiners and other staff involved in research degree programmes to fulfill their responsibilities, as indicated in other sections of this document.
1) Institutions will put in place effective arrangements to maintain appropriate academic standards and enhance the quality of postgraduate research programmes. / This objective is amplified through the requirements of the other precepts in this section. / Research Policy and Procedures are determined by Research Committee and Postgraduate Research Studies Sub-Committee chaired and advised by the PVC (Research) and Director of Graduate Studies respectively. / None.
2) Institutional regulations for postgraduate research degree programmes will be clear and readily available to students and staff. Where appropriate, regulations will be supplemented by similarly accessible, subject-specific guidance at the level of the faculty, school or department. / Institutional regulations can cover:
  • requirements for admission to the programme;
  • procedures for considering claims for the accreditation of prior experiential and/or prior certificated learning (AP[E/C]L);
  • the academic and procedural requirements for particular postgraduate research awards;
  • the requirements for progression, including monitoring and review arrangements for the award and the minimum and maximum periods within which the programme may be completed;
  • assessment methods, requirements and procedures, including the criteria for achieving the award;
  • the institution's procedures for dealing with research misconduct, including plagiarism;
  • complaints and appeals processes.
Institutions will wish to review such regulations regularly and update them when necessary, to take account of developments and innovation. / Research Award Regulations comprehensively to be reviewed for 2007/08 academic session.
University Code of Practice for PGR Awards revised annually.
University procedures for Research Conduct,
Unfair Means, Complaints and Appeals also in place and regularly reviewed. / Action: Review Research Award Regulations.
Locus of Responsibility: Regulations Working Group of Postgraduate Research Studies Sub-Committee → Research Committee → Senate
Progress:
Summer Term 2007 Committee cycle / In train.
On target.
3) Institutions will develop, implement and keep under review a code or codes of practice applicable across the institution, which include(s) the areas covered by this document. The code(s) should be readily available to all students and staff involved in postgraduate research programmes. / Institutions should use both external and internal guidance when developing their own codes of practice for research programmes. Such codes are considered an integral part of institutional quality assurance mechanisms and are valuable in assuring the quality and maintaining academic standards of research programmes. Guidance at faculty, school or departmental level, for example in handbooks, can provide useful additional advice for students and staff.
Institutions will wish to bring their codes of practice to the attention of students as early as possible, and certainly no later than induction. / University Code of Practice revised annually. Available on Intranet.
Various detailed notes of guidance available on particular aspects such as Completion of Learning Agreements and Viva Voce practices.
Covered in depth at Induction. / Action:
i) Further development of Research Institute level guidance / handbooks in some Research Institutes.
ii) Monitoring of Research Institute provision.
Locus of Responsibility:
i) Research Institutes
ii) Director of Graduate Studies.
Progress:
2007/08 academic session. / IItem for Postgraduate Research Studies Sub-Committee February 2008 agenda.
2007/08 academic session target.
4) Institutions will monitor the success of their postgraduate research programmes against appropriate internal and/or external indicators and targets. / Institutions have their own views of what defines success in the broad subject areas in which research programmes are undertaken, where appropriate guided by national and international expectations. In setting targets and monitoring indicators, institutions will wish to take into account the different needs and study patterns of different types of students and the diversity of their research programmes.
Factors that an institution may consider when collecting evidence to evaluate the success of its postgraduate research degree programmes (normally as part of an annual monitoring process) may include:
  • submission and completion times and rates;
  • pass, referral and fail rates;
  • withdrawal rates;
  • the number of appeals and complaints, the reasons for them, and how many are upheld;
  • analysis of comments from examiners;
  • recruitment profiles;
  • feedback from research students, employers, sponsors and other external funders;
  • information on employment destinations and career paths of former students.
There should be formal opportunities for institutional, faculty and departmental committees and groups to consider statistical and other information relating to postgraduate research programmes and to act upon it. Student involvement in these processes is beneficial. / Programmes monitored at University level by PRAB and Director of Graduate Studies’ Annual Report and at Research Institute level by Research Institute Board and Research Institute Annual Report.
Student representation at Postgraduate Research Studies Sub-Committee, Research Institute Boards and Postgraduate Committee. / a) Action:
Acquisition of further appropriate external benchmark information.
Locus of Responsibility:
Director of Graduate Studies / Academic Quality and Standards Unit.
Progress:
2007/08 academic session.
b) Action:
Need to address deficiencies in Student Information System support for PGR.
Locus of Responsibility: Director of Graduate Studies/
Assistant Registrar (Postgraduate Office) / Student Information System Project Team.
Progress:
Required immediately. Already six years overdue.
c) Action:
QAA Special Review recommended collection of feedback from Employers and Alumni.
Locus of Responsibility:
Director of Academic Quality and Standards Unit/Director of Planning and Executive Unit.
Progress:
Report to February 2007 Postgraduate Research Studies Sub-Committee / No progress known. Item for Postgraduate Research Studies Sub-Committee February 2008 agenda.
2007/08 academic session target.
Completed and ongoing in terms of future streamlining of system, in collaboration with new Director of Student Information, working closely with the Assistant Registrar (Postgraduate Office).
To be carried out at the same time as the University-wide collection of employer and alumni feedback.
The research environment
In each research environment a range of factors, appropriate to the subject and types of students and research programmes involved, and including one or more of the examples below, can be used to demonstrate 'high quality'. National and international reference points also provide subject-specific benchmarks appropriate to individual disciplines.
5) Institutions will only accept research students into an environment that provides support for doing and learning about research1 and where high quality research is occurring. / Examples of factors that can be used to indicate high quality research include:
  • demonstrable research achievement/output in the subject, such as: journal publications; books; work produced in other media, including performing arts, sculpture, fine art and design;
  • sufficient numbers of staff, including post-doctoral researchers, and research students (either within the institution or included in collaborative arrangements);
  • clinical research achievements;
  • knowledge transfer and the application of research techniques and solutions to practical problems (such as those funded by employers);
  • in some research environments, the ability to attract external funding.
Emergence of new research groups normally occurs within an environment that demonstrates research of high quality is already being achieved.
The research environment, which may be located in or across one or more institutions, will be adequate for the conduct of the kind of research in question and capable of supporting the type and range of students being recruited, and their changing needs and requirements as the programme develops. The environment should be enabling and instructional, and be conceived of as a place of learning as well as of research productivity.
Features of an environment well suited for doing and learning about research (see a below), are supported by other characteristics that encourage research achievement (see b, page 8). There are some other features that help to assure the quality of the research environment (see c, page 9).
a) An appropriate environment in which to do and learn about research might include:
  • opportunities and encouragement to exchange and develop ideas with people at appropriate levels who are also engaged in doing and learning about research and pursuing established research programmes;
  • ready access to academic colleagues and others able to give advice and support;
  • adequate learning and research tools including access to IT equipment, library and electronic publications;
  • opportunities for students to develop peer support networks where issues or problems can be discussed informally (this could include access to social space provided for the purpose);
  • supervision (see also the section on Supervision below) that encourages the development and successful pursuance of a programme of research;
  • guidance on the ethical pursuit of research and the avoidance of research misconduct, including breaches of intellectual property rights;
  • an emphasis on the desirability of developing: research-related skills that contribute to the student's ability to complete the programme successfully (including, where appropriate, understanding related to the funding of research and its commercial exploitation) (eg Appendix 3 A - C); personal and, where relevant, employment-related skills (eg Appendix 3 D - G);
  • availability of advice on career development, where relevant.
Such a learning environment will also enable research students to make judgements requiring creativity and critical independent thought, accepting that uncertainty is a feature of the conduct of research programmes. This environment should enable students to grapple with challenges that develop intellectual maturity and encourage a high level of reflection on the student's own learning about research as well as on research outcomes. Institutions that fund or otherwise support postgraduate-run initiatives, for example journals, conference organisation and attendance, often find this valuable in helping students develop professional skills.
b) Components of an environment supportive of research achievement might include:
  • the pursuit of high quality research in cognate areas by a community of academic staff and postgraduates;
  • supervisors with the necessary skills and knowledge to facilitate the successful completion of students' research programmes;
  • access to the facilities and equipment necessary to enable students to complete their research programmes successfully.
Institutions will wish to put in place explicit expectations that are clear and readily accessible to students and supervisors concerning timely submission and successful completion periods. Such expectations are likely to be influenced by research council requirements where relevant, and by the mode of study of the student, ie full-time or part-time. They are also likely to vary according to the needs of subjects and individual students.
c) In addition, institutions may wish to provide:
  • access to welfare and support facilities that recognise the particular nature of research degree study;
  • the opportunity for effective student representation, and for addressing students' feedback including complaints;
  • sufficient implementation and monitoring mechanisms to ensure that where a project is undertaken in collaboration with another organisation, the standards of both organisations are maintained2.
/ Quality of the Research Environment assessed externally by RAE and internally by Research Institute Review.
Research performance against ‘The 4 Ps of Profile, Publications, Pounds of Research Income and Postgraduates’ monitored on an on-going basis by Research Committee and Research Institutes.
PGR peer communities at University, Faculty and Research Institute level.
Structured PGR Training and developmental events such as SPARC.
Direct support from Information Services Division.
Supervisory teams put in place for each PGR.
Comprehensive guidance on Research Ethics from RGEC Sub-Committee.
Support from Careers Service of Academic Division.
Postgraduate Research Studies Sub-Committee support for Postgraduate Committee and Postgraduate Association.
Support from Postgraduate Office of Academic Division, both as a provider of and referral point to University services. / None.

Selection, admission and induction of students

Precepts and explanations six to 10 below, and the accompanying explanations, highlight to all concerned the importance of clear admissions and induction procedures and requirements, and the need for fair and consistently applied admissions policies.
6) Admissions procedures will be clear, consistently applied and will demonstrate equality of opportunity. / Institutions will make clear and accurate admissions information readily available to applicants and staff involved in the admissions process. Institutions are advised to make this information available on their web site and in printed form.
Institutions should also make provision for staff responsible for admissions to be aware of and understand legal requirements relating to the processes and the need to conform to such legislation. In respect of equal opportunities requirements, institutions will wish to put in place monitoring arrangements to satisfy themselves that:
  • appropriate attention is paid to legislation and guidance available internally and externally;
  • an effective support infrastructure is in place for students with special needs;
  • students are made aware of opportunities to apply for additional or special funding and how to apply for such funds.
/ Coordinated Admission arrangements via a network of Research Admission Coordinators in Research Institutes working with the Director of Graduate Studies.
Support from Equality and Diversity Office of Academic Division. / Action:
Secure greater involvement and support of External Relations Division in PGR Admissions.
Locus of Responsibility:
Director of Graduate Studies / External Relations Division.
Progress:
2007/08 academic session. / Initial discussion with International Office/Postgraduate Office towards centralized admissions 'clearing house' (based in Postgraduate Office). Streamlining of application process and English for Academic Purposes language training application. Item for Postgraduate Research Studies Sub-Committee February 2008 meeting (document on this already available and to be tabled – initial academic draft, i.e., lacking fees content).
2007/08 academic session target.
7) Only appropriately qualified and prepared students will be admitted to research programmes. / Students will be expected to have a sufficient level of English language competence. This should be identified by a process that is consistently applied by the institution. For doctoral research, students will be expected to have one or more of the following:
  • a degree, normally with class 2 (i) or equivalent in a relevant subject;
  • a relevant master's qualification or equivalent;
  • evidence of prior professional practice or learning that meets the institution's criteria and good practice guidelines for the accreditation of prior experiential and/or certificated learning (AP[E/C]L).
/ Covered in Admission arrangements as above and the University General Entry Requirements.
Assistant Registrar (Postgraduate Office) checks admission approval documentation to ensure compliance with Entry and English Language criteria as well as other documentary requirements such as references, research proposals, certificates and transcripts. / Action:
QAA Special Review recommended a review of entry requirements.
Locus of Responsibility:
Administrative Officer (Graduate Studies)/Head of Careers/ Research Admissions Coordinators.
Progress:
Review considered by Spring Term 2007 Postgraduate Research Studies Sub-Committee. / Completed
8) Admissions decisions will involve at least two members of the institution's staff who will have received instruction, advice and guidance in respect of selection and admissions procedures. The decision-making process will enable the institution to assure itself that balanced and independent admissions decisions have been made, that support its admissions policy. / The instruction, advice and guidance provided by institutions will enable those involved in admissions decision-making to fulfil their role effectively and efficiently. Admissions staff will need to consider how interviews with applicants might be used as part of the admissions process (including arrangements for assessing the suitability of those based overseas and working at distance).
In addition to familiarising selectors with the institution's admissions policies, institutional guidance will normally cover the use of references and other information used to assess the suitability of a candidate to undertake postgraduate research.
Institutions will wish to put in place suitable criteria for assessing student qualifications and preparedness, including consideration of any claims made for the accreditation of prior learning gained through professional practice or other appropriate work experience or study.
Important factors to be considered are the student's motivation and potential to complete the programme.
The student's ability to complete the programme may be affected by financial support, and for this reason institutions may wish to assure themselves that students have sufficient funding in place for the duration of the programme. It is equally important to ensure that students are made aware at the earliest opportunity of the financial implications of registering for the programme.
Guidance provided by institutions should enable selectors to be aware of issues concerning international students, including the assurance of language proficiency and the importance of providing opportunities for candidates to improve their language proficiency by taking advantage of in-house or other training. Staff and applicants will need to be aware of the minimum proficiency levels set by the institution, with appropriate reference to external guidance (such as that provided by the International English Language Testing System (IELTS)).